Useful Websites

InTuition Languages Learner Autonomy, Skills and Strategies, Teaching Ideas and Methodology (Applicable to all levels) Leave a Comment

Many thanks to the teachers who have shared the following sites.  All are useful sources of material: https://www.oup.com/elt/catalogue/teachersites/businessfocus/language/ https://www.english-online.org.uk/biz/bizhome.htm https://www.businessenglishonline.net/e-lessons/ https://www.onestopenglish.com/emailservice.htm https://www.skyline-english.com/emailservice.htm

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Teaching Idea: Using drilling in the classroom

InTuition Languages Learner Autonomy, Skills and Strategies, Teaching Ideas and Methodology (Applicable to all levels) Leave a Comment

The point of drills If you get someone to repeat something often enough, they’ll usually get it right in the end. Unfortunately, there’s no guarantee that they’ll get it right the next day or the day after that. If we drill the third person singular –s day after day, lesson after lesson, some students will still forget to use it …

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Teaching Idea: Focus on Brainstorming

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Brainstorming vocabulary is always a useful warm up or pre-lesson activity for all levels: usually the brainstorming is relevant to what follows e.g. a lesson looking at the weather will be preceded by teasing out various weather related vocabulary, expressions and idioms.  This helps the student pre-learn any difficult or unusual terms which may be necessary in understanding the lesson as well …

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A piece for Lexophiles

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I take no responsibility for these, but thank you to  Peter and Jean Reeve who submitted them: A bicycle can’t stand alone; it is two tired. A will is a dead giveaway. A backward poet writes inverse. A chicken crossing the road: poultry in motion. When a clock is hungry it goes back four seconds. The man who fell onto …

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Stress-timed and syllable-timed languages

InTuition Languages Learner Autonomy, Skills and Strategies, Pronunciation and Intonation, Teaching Ideas and Methodology (Applicable to all levels) 2 Comments

It is generally agreed that languages can be roughly divided into two categories: stress-timed and syllable-timed. As a definition of each, we can say that in syllable-timed languages, syllables tend to follow each other at regular intervals, with an equal amount of time being allocated for each syllable. In stress-timed languages, on the other hand, stresses tend to occur at …

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Exercise in Stress in Sentences

InTuition Languages Learner Autonomy, Skills and Strategies, Pronunciation and Intonation, Teaching Ideas and Methodology (Applicable to all levels) Leave a Comment

Individual words have a pattern of strong (stressed) syllables and weak (unstressed) syllables.  In sentences, we find a similar pattern of strong (stressed) and weak (unstressed) words.  Short sentences tend to have typical stress patterns: OooO What would you like? oOoo A coffee please. oO Coming up! oOoo How much is it? ooO Two pounds seventy. Oo How much? Match …

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Audio Resources for Low Levels

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The British Council have some good videos for lower levels: https://learnenglish.britishcouncil.org/en/ My favourite is Word on the Street, but you may prefer Big City Small World. Another popular audio resource is BBC World Service’s 6 Minute English: https://www.bbc.co.uk/worldservice/learningenglish/ I find it less accessible than the BC, especially at lower levels, but it’s definitely worth a look.

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Getting Students to Record Language

InTuition Languages Learner Autonomy, Skills and Strategies, Pronunciation and Intonation, Teaching Ideas and Methodology (Applicable to all levels) Leave a Comment

Are you recording all the fantastic language that is coming out of your lessons? After you have spent time preparing and teaching a great lesson with lots of emergent language, it is easy for much of it to be forgotten.  If one of you makes a note of it, not only do you have a written record that will give …

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Ideas for Recycling Activities

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Studies have shown that new linguistic functions need to be repeated at least six times before most learners can consider the new piece of language theirs.  After six repetitions, the newly acquired language skills are usually only passively activated.  The learner will require many more repetitions before he/she will be able to use the skills actively in everyday conversation! (esl.about.com) …

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Helping students remember useful phrases

InTuition Learner Autonomy, Skills and Strategies

Remembering useful phrases is a key part of building a flexible vocabulary and developing the ability to contextualise L2 ideas. Before the lesson, cut some scrap paper into small cards. Whenever a new or useful phrase comes up during the lesson, write it down on one of the cards. About 10 minutes before the end of the class, hand the …

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